Halloween….a little late….

“I'll get you, my pretty…and your Jimmy Choo's too!!!!!”

RtI

Response to InterventionResponse to Instruction

Common Core Standards

• Hurray for you….

CCSS for Social Studies are going to be “rolled out” on November 14th.

Classroom Management• Expectations/Employment Guide/PLC/Standards• Rules/Procedures (2)• Wiki/Unit Plans/Lesson Plans• Medical Plans/504 Plans/Sped/At-Risk• Assessments/Grading• Differentiated Learning/Task Analysis • 11/3: RtI/First Two Days• 11/10: PBIS/Tribes/Love & Logic• 11/17: Autism & Unique Behaviors/Reflection #3 due• 12/1: Communication/Professional Goals/Lesson Plan Share

(Wiki/Manual due)• 12/8: End of the Year/Review/Final Assessment & Reflection

Numerous applications………..

RtI – Response to Intervention/Instruction

1. Designed to provide early, effective assistance to students who are having difficulty learning.

2. Designed to function as one part of a data-based process of identifying learning disabilities

Why was RtI implemented?[1]

• HR 1350, Improving Education Results for Children with Disabilities Act of 2003– (A) Certain of the categories of disability that allow

students to qualify for benefits under the IDEA have not been scientifically established and, as a result, some children who do not have actual learning disabilities are classified as having disabilities under that Act.

– (B.) Nearly one in eight students is now labeled as disabled.

– (C) Over one-half of those students are classified as having learning and behavioral challenges.

[1] J. Randall Davidson, Ed.D.. Educational Consultant, PPT dated 11/14/2009

• PL 108 446 IDEA 2004

– Changed how to identify children with specific learning disabilities.

– IDEA 2004 says schools

“shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.” (Section 1414(b))

[1] J. Randall Davidson, Ed.D.. Educational Consultant, PPT dated 11/14/2009

Current Wisconsin Model for Specific Learning Disability (SLD)

• Classroom achievement

– looking for severe delays • Oral expression• Listening comprehension. • Written expression.• Basic reading skill. • Reading comprehension. • Mathematical calculation. • Mathematical reasoning.

• Significant Discrepancy

– a significant discrepancy exists between the child’s academic achievement in any of the areas under subd. 1. a. to g. and intellectual ability as documented by the child’s composite score on a multiple score instrument or the child’s score on a single score instrument.

• Information processing deficit

– a pattern of severe problems with • storage • organization• acquisition • retrieval • expression, • manipulation of information

• In the explanation and commentary to the IDEA 2004 regulations, the U. S. Department of Education “strongly recommends” that schools use a response to intervention model that

…uses a process based on systematic assessment of the student’s response to high quality, research-based general education instruction…that incorporate response to a research-based intervention…

Identification models that incorporate response to intervention represent a shift in special education toward the goals of better achievement and behavioral outcomes for students identified with SLD…”

[1] J. Randall Davidson, Ed.D.. Educational Consultant, PPT dated 11/14/2009

RTI follows the following core assumptions[1]:

• Our educational system can effectively teach all children• Early intervention is critical to preventing problems from getting out

of control• Implementation of a multi-tiered service delivery model is necessary• A problem solving model should be used to make decisions between

tiers• Research based interventions should be implemented to the extent

possible• Progress monitoring must be implemented to inform instruction• Data should drive decision making.

[1]National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: NASDSE, Inc.

• Key Characteristics of RtI

– Universal Screening of academics and behavior– Multiple tiers of increasingly intense interventions– Differential curriculum-based interventions– Continuous monitoring of student performance– Benchmark/Outcome assessment

RtI Pyramid

Primary Level Teaching that meets Core Standards

Teaching that ignites students’ interests Assessment that measures learning Monitoring of student success and needs

Secondary Level (RtI)

Recommended by grade level team/school psychologist Small group or one-to-one interventions Must be documented, 10 weeks (varies) Include baseline and subsequent assessments Research-based

http://www.rti4success.org/

www.interventioncentral.org

Beal City, Michigan

What you will be doing

• Monitor/assess within your classroom• Teach using research-based methods• Identify students that struggle• Provide small group assistance• Report to administration• Be involved in RtI as designated by

administrative team

Re-visit Chapter 4: The First Two Days

• Green Cards: Planning for a good beginning (pg. 65)• Red Cards: Activities on the 1st Day of Classes (pg. 68)• Orange Cards: The Second Day of Classes ( pg. 73)

Read and determine the key points of the reading and write the points on the white board.

Applying what you knowCase Study 4.1 (Pg. 75)

• Green Cards: 1st Day• Red Cards: 2nd Day• Orange Cards: 3rd Day

• What are her rules; how does she share these with the class?

• Describe her organizational skills.

• Consider Cunningham’s lesson plans…– How does this instructor ignite student learning?– How does she bring forward background knowledge?– Describe the homework?– What does she do to assist students?